Example–conclusion map in teaching simple interest: A lesson study

Abstract

<span>This study investigated the utilization of example-conclusion map (ECM), a tool in teaching simple interest to senior high school in a university in the Philippines. With the purpose of presenting the topic in a more relevant way to learners under the Accountancy and Business Management strand, the researchers engaged in a lesson study. The following issues emerged: i) Contextualizing ECM links the topic to real life problems; and ii) Strategizing with ECM provides opportunities to engage in deep and meaningful thinking given an otherwise technical/mechanical topic. Students were able to deduce conclusions and create their own examples. The learners were given the opportunities to discover the formula and establish how simple interest is computed through the collaboration. Through the facilitation of the teacher using ECM as a pedagogy, substantive conversations and clear understanding of the topic were evident. Contextualized examples in teaching simple interest still needed to be improved. It is concluded that teaching simple interest through ECM is effective. It also facilitates a transformative topic that will not just underpin concepts on computations and algorithms, but utilize critical thinking skills to analyze profound issues the community deals with like issues on social justice, loaning, and investing.</span>

Pengembangan Bahan Ajar Refraksionis Optisien Model Dick & Carey di Akademi Refraksi Optisi Leprindo

“…Interaksi yang terjadi antara guru/peserta didik yang saling berhubungan satu sama lain, dengan menggunakan metode yang umum digunakan seperti diskusi, kerja kelompok, dan permainan simulasi [3]. Merancang pelajaran dengan penggabungan pedagogi yang tepat adalah tanggung jawab seorang guru atau dosen [4]. Selama ini, masih banyak guru atau dosen yang belum sadar dengan kesiapan dan kemampuan mereka mengembangkan keterampilannya dalam mengajar, sehingga masih banyak guru maupun dosen yang bergantung dengan penunjang seadanya.…”

Reflections on teaching ratio and proportion using Lesson Study

“…This shows the need for immediate improvement in mathematics instruction. Nevertheless, the pedagogy being espoused by teachers is considered one of the factors that lead to students' poor performance in mathematics (Ngiwas et al, 2022;Rabanal & Domondon, 2023). The main issue with mathematical reasoning instruction is that teachers can put up assignments that stimulate reasoning but cannot directly teach mathematical reasoning habits (Manmai, Inprasitha & Changsri, 2021).…”

“…The twin goals of Philippine Basic Math Education are critical thinking and problem solving that may nourish the concept and application of the content areas of Mathematics (Ngiwas et al, 2022). Critical thinking covers many concepts, from criticism, synthesis, analysis, evaluation, problem-solving, and creating, which makes it a broad term (Heiman & Slomianko, 1987).…”